부산대학교 도서관

Information and Communication Technology(ICT) contributes to creating powerful learning environments in numerous ways. ICT provides opportunities to access an abundance of information using multiple resources and viewing information from multiple perspectives, fostering the authenticity of learning environments. ICT may also make complex contents easier to understand through simulations that, again, contribute to authentic learning environments. Furthermore, ICT may serve as a tool to curriculum differentiation, providing opportunities for adapting the learning content and tasks to the needs and capabilities of each individual pupil and by providing tailored feedback. The purpose of this study is to identify the determinants of attitude and planned behavior toward the use of ICT by teachers. This study developed a research model, based upon technology acceptance model developed by Davis, to analyze the factors influencing the satisfaction level and intention to use ICT for class and interaction with students, employing attitude toward ICT use, perceived usefulness, subjective norm, perceived enjoyment, ease of preparation, self-efficacy, images and facilitating conditions as major research variables. 265 survey responses from elementary, junior and high school teachers were collected for analysis. Bases on statistical results generated from using PLS(Partial Least Square), we show that perceived usefulness and ease of preparation are the major determinant for attitude toward ICT usage. Three factors, including images, perceived enjoyment and ease of preparation are empirically shown to determine perceived usefulness. In addition, perceived enjoyment and self-efficacy have been shown to significantly and directly affect ease of preparation. Some useful guidelines for promoting ICT use are also provided.